SUSME Study Lesson
Title: Charles’ Law
Authors: Lise Gelatko, Miriam Miles, Jeffrey Willis, and Rodney Williams
Grade/Subject: 8
Date: July 24, 2009
I. Need for this Lesson
 Use /Apply terms volume and temperature
 Connect temperature to the average kinetic energy of the particles
 Demonstrate effective cooperative learning skills and strategies
II. Unit Information
A. Name of the unit: Gas Laws
B. Goal(s) of the unit: Connect temperature to the average kinetic energy of the particles
C. Relationship of the Unit to the Curriculum
Prerequisite Knowledge Previously Learned Concepts
Kinetic Theory Energy of
Matter
Relationship between
temperature and energy
Concepts for this Unit
Gas Laws: Charles’ Law
and Boyles’ Law
Related Concepts to be
Learned in Future Units
and Courses
Conservation of Energy/Energy
Transformations
Differentiation between Kinetic
and Potential Energy
D. Possible Student Misconceptions
1. If a confined volume of gas expands when heated, it means that there are more gas molecules present.
2. If a gas volume expands with a temperature increase, the increase in volume is due to the expansion of the
individual gas molecules.
3. Gases do not have any weight.
 Teachers should be aware that misconceptions may still exist regarding the kinetic theory of energy
and matter, and be ready to address if necessary.
 If students demonstrate these misconceptions, they should be selected for the B group
E. Instructional Plan for the Unit:
Concept/Topic
Kinetic Theory of Matter
Charles’ Law
Boyle’s Law
* Indicates the lesson developed in this lesson plan
# of Lessons
(4)
(2)*
(2)
III. Instructional Plan for this Study Lesson
A. Title of the study lesson: Charles’ Law
B. Standards Addressed (national, state):
A.C.O.S. Objective 8.7.1 a – e: Define kinetic energy and kinetic theory of matter.
C. Lesson Overview: Students should have prior knowledge regarding volume, temperature,
graphing, kinetic theory of matter and measurement.
D. Performance Objective(s): Define Charles’ Law and calculate Charles’ Law using the
formula V1/T1 = V2/T2.
E. Assessment Timeline
Diagnostic - Before student
work begins
“Can Crushers”
demonstration - journaling,
class discussion, and debate
Formative - During lesson
Questioning, observing group
progress, presentation of results
and analysis
Summative - After lesson is
completed
Lab Investigation Sheet
Exit Ticket
F. Materials/Resources
(1000-mL beakers, thermometer, 12-oz aluminum can, balloons, string, tongs, safety goggles,
metric ruler, 16 to 20oz plastic water/soda bottle, ice, hot plate, water, stop watch and pan
G. Teaching/Learning Process of the Study Lesson
Step
Teaching/Learning Activities
and time
allocation
(min)
Engage
Teacher demonstration of
(5 min)
Charles’ Law in which 25 ml of
water is placed in a soda can
and the can placed on a hot
plate. When steam is seen
coming out of the can opening,
the teacher quickly inverts the
can opening into the cold water
bath. The can collapses,
creating a loud sound.
Handouts, equipment,
supplies. Points to
remember.
Students explain their
observations as
completely as possible
in their own lab
composition notebooks.
Equipment: Teacher
needs:
 hot plate
 (2) empty 12oz.
soda can
 water
 rectangular pan
with ice water
 tongs
Evaluate:
Objective(s)
addressed & how
assessed.
Teacher circulates
around the classroom
to read each student’s
initial understanding
of the concept.
Explore
(25 min)
Teacher will aid students in
Materials for each
identifying steps of the
student group:
scientific method.
 Data sheet
Students conduct an
 String
investigation on Charles’ Law
 stop watch
Students will complete data
 metric ruler
table and graph results for

(1)16 -20oz.
balloon size and temperature.
plastic
*Teacher Notes:
water/soda bottle
 Complete rough draft of
 (1) 9-inch
graphs on Day 1.
quality balloons
 Students may not
 (2) thermometers
complete their graphs on
 (1) pair of tongs
Day 1 due to
 safety goggles
inexperience in graphing
for each student
properly with labels, and
 hot plate
understanding variables.
 (2) 1000 – mL
beakers
Explain
(15 min)
Each group has a representative Large graph paper,
to present and explain their
pencils, markers, rulers,
group data and graph results to
and data sheet
the class.
Extend
(5 min)
Exit Ticket – Why did the can
crush? Use the words
temperature, volume, and
energy in your answer.
Homework: Answer the
following question in 5 - 6
sentences: Why do engineers
design buildings, sidewalks, and
bridges with cracks, gaps, and
sections?
Students will need their
own notebook and
writing utensil. Students
must be able to
accurately apply the
terms volume and
temperature, and
connect temperature to
the average kinetic
energy of the particles.
Students will be
grouped according to
math level. Lower
level students will be
given a graph that has
been labeled with
independent and
dependent variables
and numbers. Higher
level students will be
given a blank graph.
Teacher circulates
and assesses students
understanding of the
data being collected
and graphs being
created.
Teacher questions
each group for valid
and logical results
before explaining
Charles’ Law.
.
Allow students to
discuss their rationale
on the use of cracks,
gaps, and section in
building bridges and
sidewalks using
Think-Pair-Share
strategy.
Students demonstrate
the kinetic theory of
matter to relate
temperature to
particle movement.
IV. Attachments (worksheets, labs, project guides, tests, rubrics, etc.)
Teacher Notes - Charles' Law.doc
Data Sheet - Charles' Law.doc